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Light but Strong National Aeronautics and Space Administration Light but Strong A Lesson in Engineering engineering is out of this world this of out is engineering EP-2013-09-107-MSFC teacher Light but Strong notes Materials (per group): Carolyn Russell — In the Next Generation words of an engineer: “Materials Science Standards: • Plastic drinking straws engineering is (30) a diverse, Structure and Properties • Scissors (1 pair) challenging field of of Matter • Pennies (20) study 2-PS1-1. Plan and conduct an • One small paper or because investigation to describe and classify Styrofoam cup everything different kinds of materials by their • One 3” by 3” piece of in the world is made observable properties. cardboard from different • Balance scale (optional) 2-PS1-2. Analyze data obtained materials, each having specific from testing different materials to • Various materials characteristics. To develop a determine which materials have the such as clay, tape new rocket, NASA materials properties that are best suited for an (recommended for engineers must first choose, then test the materials, to intended purpose. younger students), or ensure the rocket is strong and playdough to connect light weight so that building can 5-PS1-3. Make observations and the straws together. measurements to identify materials begin.” based on their properties. Engineering Design An Introduction to Materials Engineering K-2-ETS1-2. Develop a simple sketch, Lesson Duration: 1 hour drawing, or physical model to illustrate how the shape of an object helps it The Challenge function as needed to solve a given Design and build a mobile launcher platform that is light enough to be problem. moved to the launch pad, but strong enough to hold the weight of the rocket. 3-5-ETS1-1. Define a simple problem reflecting a need or a want that 1. Be prepared includes specified criteria for success • Read the teacher notes and student journal page. and constraints on materials, time, or cost. • Gather materials for the activity listed on the teacher notes page. • Count the straws ahead of time for each group. 3-5-ETS1-2. Generate and compare • Draw a spacecraft on the side of the small cup to represent the crew multiple possible solutions to a vehicle. problem based on how well each is likely to meet the criteria and 2. Background information on materials engineering constraints of the problem. Materials engineers are involved in the development, processing, and testing of the materials used to create a range of products. A materials 3-5-ETS1-3. Plan and carry out fair engineer at NASA would develop lightweight, strong, heat resistant tests in which variables are controlled materials for use in space. and failure points are considered to identify aspects of a model or 3. Introduce the challenge (5 minutes) prototype that can be improved. • Students should develop an understanding of the word material. 2 A material is a substance out of which a thing is or can be made. Choose an object in your classroom and hold it up in front of the class. Ask the class what materials make up the object. (Example: a pencil is made of wood, lead, metal, and rubber for the eraser.) Do this several times with different objects until the students under- stand the word material. • Discuss with the class what the role of a materials engineer is at NASA. A materials engineer selects the materials to build rockets, spacecrafts, and launch pads. Sometimes they have to make new materials to meet the needs of the rocket. Read Carolyn Russell’s description of a materials engineer to the class. Show the class pictures of the Space Launch System (SLS) rockets. • Introduce the activity to the students. Tell your students they have been challenged by a NASA materials engineer to use a lightweight material to build a mobile launcher platform that can be light enough to move, but also strong enough to hold the weight of the rocket. The students should brainstorm ideas, design the launcher platform, and evaluate how well the launch pad held the weight of the astronauts (pennies). Put The Mobile Launcher students into groups of 3-5 to build the platform. Platform (MLP) at Kennedy Students will build a mobile launcher platform that will be light, but Space Center was originally also strong enough to hold the weight of the astronauts (pennies) constructed for transporting in the cup (rocket) that sits on top of the launcher platform. The the Saturn V rocket. The platforms should be built with straws and a material such as tape base alone is 25-feet high. or clay to hold the platform together. After each group completes their mobile launcher platform, set a 3" by 3" piece of cardboard on top of the launcher platform with a cup Change it up! sitting on top and drop one penny at a time into the cup (rocket) There are many ways to to test the strength of the platform until the platform collapses. enhance the activity! Explain that mobile launcher platforms have to be light enough to roll out to the launch site, but also strong enough to hold the weight • Choose a height or weight of a rocket and crew. The SLS 70-metric ton rocket will weigh 5.5 goal for the platform. million pounds. The 130-metric ton rocket will weigh 6.5 million • Have different groups use rocket. different materials to build the platform and compare. 4. Think it over and design (15 minutes) • Require a hole in the center • Distribute the challenge instructions and journal page to each of the launch pad for the student. rocket “flame.” • What kind of mobile launcher platform can you make from the • Have the students make supplies provided? (Straws can serve as the walls of the platform. their own material using a The tape or clay could be used to hold the straws together.) recipe for homemade play If you use clay to build the platform, place a sheet of dough. Recipes can be paper on the table for them to build the platform on. If found online. ! the straws are too flexible, cut them in half. 3 Light but Strong NASA materials engineer Carolyn Russell inspects sample weld plugs on a piece of light weight aluminum. • Instruct students to answer the questions on the journal page about two items that they think are light but strong. (Examples: aluminum, cardboard, plastic, and more) • Have the students get together with their assigned groups and discuss how they will build their mobile launcher platform. Have each student draw a picture of the group’s proposed mobile launcher platform on their individual journal page. 5. Build and test (30 minutes) • Distribute materials to the groups. • Explain that each group’s mobile launcher platform will be tested by placing a 3" by 3" piece of cardboard on top of the platform. A cup representing the rocket will be placed on the cardboard. One penny at a time will be placed in the cup to see how much weight the mobile launcher platform will hold. The platform must be 6" high. Give each group 20–30 minutes to build their platform. 6. Discuss activity (10 minutes) • Have the students share how they designed their mobile launcher platform and the results. • What features helped your platform withstand the weight of the pennies? • Would you make any changes if you could rebuild the platform? • Did any materials work better than others? 4 SLS FUN FACTS It’s true! • The 70 t SLS will weigh almost as much • You can fit 9 fully loaded school buses into as 8 fully-loaded 747 jumbo jets, and it the 130 t SLS. produces as much thrust at launch as 135 jet engines. • The 130 t SLS will create as much horsepower as 17,400 train engines. • The Mars Curiosity rover is about the size of a Mini-Cooper. The 70 t SLS can launch 70 Curiosity rovers at the same time. 5 student journal Light but Strong notes Your Challenge To design and build a mobile launcher platform that will hold as much weight as possible. Think it over Your platform must be both light and strong. Discuss with your group: • What does it mean for something to be light weight? • What does it mean for something to be strong? The core stage of the SLS will be made from a light and strong material called aluminum. Name one thing that you know is made of aluminum. _____________________________________________________________ Name two items that are light but also strong. _____________________________________________________________ _____________________________________________________________ core stage Plan and design Your platform must hold the rocket (a cup) six inches above the ground. The platform must also be able to be moved to the testing site and hold a 3” by 3” piece of cardboard. Discuss with your group how you will build your mobile launcher platform. • Which materials will you use? • What will your platform look like? • What type of material will you use to hold the platform together? 6 Draw a picture of your proposed platform: Build Collect all of the materials to begin building your platform. Did you use all of your materials? Yes ____No____ Did you change your original design as you were building? Yes ____No____ Why?____________________________________________________________ Testing and results Now that you have finished building your mobile launcher platform, it is time to test how much weight your platform can hold. Move your platform to the testing area. Estimate how many pennies How many pennies did your your platform will hold. platform hold? If you did this activity again, would you change your design? Yes ____No____ Why?____________________________________________________________ 7 Light but Strong SLS 70-metric ton vehicle 8 SLS 130-metric ton vehicle 9 National Aeronautics and Space Administration George C.
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